Below are the Learner Factors critical to math outcomes. Hover to see how these factors connect across the whole child. Then click to find out how each factor impacts learning and explore strategies that support it. Read more about this model.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
Students can work with number combinations using different strategies to build a network of connections between numbers. - These networks will allow students to efficiently and flexibly use arithmetic number combinations during problem solving.
Students’ Math Flexibility—the ability to shift between representations of numbers and between problem-solving strategies—supports a deeper understanding of mathematical concepts and procedures. - Allowing students to try problems on their own and then discussing strategies can help them compare and choose one problem-solving strategy over another.
As math becomes more complex, students need to increasingly talk and think through their process when working on problems. - Metacognition develops through childhood, allowing students to use prior knowledge to make predictions, plan, monitor, and adjust their problem-solving strategies.
Math Communication can also support these metacognitive processes. - Talking through their thinking by themselves allows students to better reason and reflect on their steps, while communicating with teachers and peers to justify their process encourages collaboration along with a deeper understanding of the content.
Students’ positive Math Mindset can increase their engagement with math learning and help them see math as meaningful. - Students’ Cognitive Flexibility allows them to more readily see value in, and adapt their ideas about the role of math in the real world.
Increasing students’ feelings of confidence in their ability to do math can also support their Self-regulation as they set more challenging goals for themselves. - When students create their own problems they can tackle challenging problems and are better able to connect math concepts to their own experiences and interests.
Planning, communicating, and reflecting about math helps build a deeper understanding.
View Theme 2Students can work with number combinations using different strategies to build a network of connections between numbers. - These networks will allow students to efficiently and flexibly use arithmetic number combinations during problem solving.
Students’ Math Flexibility—the ability to shift between representations of numbers and between problem-solving strategies—supports a deeper understanding of mathematical concepts and procedures. - Allowing students to try problems on their own and then discussing strategies can help them compare and choose one problem-solving strategy over another.
As math becomes more complex, students need to increasingly talk and think through their process when working on problems. - Metacognition develops through childhood, allowing students to use prior knowledge to make predictions, plan, monitor, and adjust their problem-solving strategies.
Math Communication can also support these metacognitive processes. - Talking through their thinking by themselves allows students to better reason and reflect on their steps, while communicating with teachers and peers to justify their process encourages collaboration along with a deeper understanding of the content.
Students’ positive Math Mindset can increase their engagement with math learning and help them see math as meaningful. - Students’ Cognitive Flexibility allows them to more readily see value in, and adapt their ideas about the role of math in the real world.
Increasing students’ feelings of confidence in their ability to do math can also support their Self-regulation as they set more challenging goals for themselves. - When students create their own problems they can tackle challenging problems and are better able to connect math concepts to their own experiences and interests.
